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Effects of Islamic Scientist History on Seventh Graders' Understandings of Nature of Science in a Thai Islamic Private School

Jurnal Pendidikan IPA Indonesia · Vol. 10 No. 2 (2021) · pp. 282–291

DOI
10.15294/jpii.v10i2.26668
ISSN
2089-4392, 2339-1286
Published
2021-06-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Societies and cultures influence students' understandings of the nature of science (NOS). An approach to promote an accurate understanding of the nature of science is to manage the learning based on students' contexts through the integration of their social, cultural, and religious stories. Hence, this study investigated the pedagogical effects of Islamic scientist history on seventh graders' understandings of the nature of science in an Islamic private school, Yala Province, Thailand. Through a mixed-methods convergent design, data were collected from 30 seventh graders in an Islamic private school of Yala who were selected through a convenience sampling. The instruments were 1) a NOS questionnaire and 2) a semi-structured interview on the understanding of the nature of science. The quantitative data were statistically analyzed using mean, standard deviation, and a dependent t-test. The qualitative data were analyzed through content analysis and categorized into three groups based on the views of the nature of science: informed views (IV), transitional views (TV), and naive views (NV). Results revealed that the students who learned from the history of Islamic scientists had gained higher mean scores on the understanding of the nature of science at the.05 significance level and transformed their views from transitional (TV) and naive (NV) to informed (IV) in every aspect of the nature of science. This can be summarized that applying the history of Islamic scientists with the explicit reflective NOS teaching is practical in Islamic private school. To make this change happen in the unique school context, science teachers must devote time to analyzing the NOS hidden in the history of Islamic scientists. In addition, another Islamic context, such as local Islamic wisdom, could also promote the understanding of the NOS for students in private Islamic schools.

Keywords

Collaboration network of the authors

7 authors · 10 co-authorship links · 4 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Yala Rajabhat University
  • Srinakharinwirot University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Sofilan MadahaeYala Rajabhat University1
Phurkonni SaleahYala Rajabhat University1
Piyasiri Soontornnon SinchaiYala Rajabhat University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Effects of Islamic Scientist History on Seventh Graders' Understandings of Nature of Science in a Thai Islamic Private School</dc:title>
	<dc:creator>Safkolam, R.</dc:creator>
	<dc:creator>Khumwong, P.</dc:creator>
	<dc:creator>Pruekpramool, C.</dc:creator>
	<dc:creator>Hajisamoh, A.</dc:creator>
	<dc:subject xml:lang="en-US">nature of science; history of Islamic scientists; explicit reflective approach; Islamic private school</dc:subject>
	<dc:description xml:lang="en-US">Societies and cultures influence students' understandings of the nature of science (NOS). An approach to promote an accurate understanding of the nature of science is to manage the learning based on students' contexts through the integration of their social, cultural, and religious stories. Hence, this study investigated the pedagogical effects of Islamic scientist history on seventh graders' understandings of the nature of science in an Islamic private school, Yala Province, Thailand. Through a mixed-methods convergent design, data were collected from 30 seventh graders in an Islamic private school of Yala who were selected through a convenience sampling. The instruments were 1) a NOS questionnaire and 2) a semi-structured interview on the understanding of the nature of science. The quantitative data were statistically analyzed using mean, standard deviation, and a dependent t-test. The qualitative data were analyzed through content analysis and categorized into three groups based on the views of the nature of science: informed views (IV), transitional views (TV), and naive views (NV). Results revealed that the students who learned from the history of Islamic scientists had gained higher mean scores on the understanding of the nature of science at the .05 significance level and transformed their views from transitional (TV) and naive (NV) to informed (IV) in every aspect of the nature of science. This can be summarized that applying the history of Islamic scientists with the explicit reflective NOS teaching is practical in Islamic private school. To make this change happen in the unique school context, science teachers must devote time to analyzing the NOS hidden in the history of Islamic scientists. In addition, another Islamic context, such as local Islamic wisdom, could also promote the understanding of the NOS for students in private Islamic schools.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">the thesis advisors, Srinakharinwirot University, Yala Rajabhat University</dc:contributor>
	<dc:date>2021-06-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/26668</dc:identifier>
	<dc:identifier>10.15294/jpii.v10i2.26668</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 10, No 2 (2021): June 2021; 282-291</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v10i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/26668/11829</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/26668/7479</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/26668/7786</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Jurnal Pendidikan IPA Indonesia</dc:rights>
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